STIPEND OPPORTUNITY: BPS BE/ACTT Communication & Literacy (C&L) MTEL Instructor for Emergent Bilingual Candidates (SY25-26)
STIPEND OPPORTUNITY: BPS BE/ACTT Communication & Literacy (C&L) MTEL Instructor for Emergent Bilingual Candidates (SY25-26)
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Job Description
Stipend Opportunity
SCHOOL YEAR:
POSITION TITLE: BPS BE/ACTT Communication & Literacy (C&L) MTEL Instructor for Emergent Bilingual Candidates
The BPS Bilingual Education/Accelerated Community to Teacher (BE/ACTT) Program is seeking exceptional educators to teach and mentor aspiring emergent bilingual teachers accepted into the SY BE/ACTT Cohort and prepare them to take and pass the C&L MTEL test.
REPORTS TO: BE/ACTT Aspiring Teacher Coach
BACKGROUND:
Boston Public Schools Teacher Pipeline Programs (BPS TPP) are part of the larger strategy of the Office of Retention Cultivation and Diversity (RCD) Programs to address the demand for highly qualified equityminded and racially literate teachers for Bostons classrooms. Our core belief is that the next generation of Bostons teachers are in the schools homes and communities of Boston right now. This permeates all the work we do. BPS TPP are multigenerational communitybased teacher preparation programs for preservice and inservice teachers. We represent the third generation of teacher preparation programs in the US Teacher 3.0 (Kretchmar & Zeichner 2016) where our candidates are prepared to work in solidarity with their families and students by interrupting racism and interrogating antiBlackness at personal and systemic levels using the critical literacy of race (SealeyRuiz 2020). Our teacher preparation programs are unique: we are among the few nationally and certainly the states only locallyembedded stateapproved multigenerational grow your own educator preparation program. The flagship program of BPS TPP is the Bilingual Education/Accelerated Community to Teacher Program.
Bilingual Education/Accelerated Community to Teacher Program (BE/ACTT):
The Boston Public Schools BE/ACTT program is part of an overarching strategy to increase and improve the diversity of exemplary multilingual teachers in the districts teacher pipeline. The BE/ACTT program identifies and develops Boston residents paraprofessionals and careerchangers who are passionate about teaching in BPS. This intensive nocost 12month program is designed to prepare interested residents of the Boston community who hold a Bachelors degree and have experience working with children in a classroom setting to become SEI endorsed teachers with a provisional license. All BE/ACTT complete RETELL coursework as a part of this program. Program participants develop their teaching skills in a cohort and learn from highlyskilled BPS teachers and university partners through a rigorous interactive experience. Participants are required to prepare a competencybased hiring portfolio and participate in a prepracticum experience in classrooms that include ELs. Program faculty use each participants learning portfolio classroom participation and mentor teacher feedback from their teaching experiences to determine a candidates readiness for a fulltime teaching role as SEI endorsed teachers.
JOB RESPONSIBILITIES:
- Plan for small group instruction for BE/ACTT cohort members who need more support with Englishlanguage literacy reading and writing. Instruction is based on the needs of cohort members to pass C&L Reading and Writing MTELs and learn contentfocused instructional practices.
- Host weekly 2hour evening sessions between October 2025 and March 2026 for English language literacy instruction and Demo Day support and mentoring.
- Instructors are required to submit a syllabus to keep a record of attendance and to administer assessments and provide timely and thorough feedback on these assessments.
- Collaborate as a team member with the BE/ACTT Instructional Mentoring and Design Teams to support BE/ACTT program goals. This includes attending monthly planning meetings.
- Implement BE/ACTT Program learning goals and objectives in alignment with the MA Educator Evaluation Rubric.
- Establish and maintain a confidential trusting and professional relationship with cohort members.
- Provide ongoing quality feedback on all assignments and offer direct mentorship to cohort members and maintain grades in an online grade book.
Core Competencies: Using the Rubric of Effective Teaching the Office of Human Resources has identified priority skills and abilities that all BPS teachers should possess:
- Accountability for Student Achievement
(IIA1. Quality of Effort and Work IID2. High Expectations IB2. Adjustments to Practice)
- Sets ambitious learning goals for all students creates cognitively demanding tasks and models the belief that all students can master challenging material through effective effort
- Assesses students understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
- Passionate and optimistic about their students their content and the teaching profession
- Communicating Content Knowledge
(IA1. Subject Matter Knowledge IA4. WellStructured Lessons)
- Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
- Demonstrates understanding of how the subject matter applies in realworld settings and connects to other content areas and relevant standards
- Can convey content in creative and engaging ways that align to standards
- Equitable & Effective Instruction
(IIA3. Meeting Diverse Needs IIA2. Student Engagement IIB1. Safe Learning Environment)
- Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
- Uses instructional practices that are likely to challenge motivate and engage all students and facilitate equitable active student participation
- Builds a productive learning environment where every student participates and is valued as part of the class community
- Cultural Proficiency
(IIC1. Respects Differences IIC2. Maintains a Respectful Environment)
- Actively creates and maintains an environment in which students diverse backgrounds identities strengths and challenges are respected
- Parent/Family Engagement
(IIIA1. Parent/Family Engagement)
- Engages with families and builds collaborative respectful relationships with them in service of student learning
- Professional Reflection & Collaboration
(IVA1. Reflective Practice IVC1. Professional Collaboration)
- Regularly reflects on practice seeks and responds to feedback and demonstrates selfawareness and commitment to continuous learning and development
- Seeks to participate in and contribute to a collaborative adult learning community.
QUALIFICATIONSREQUIRED:
- Education: Hold a Masters degree.
- Hold a Massachusetts Teaching License in the specified content method cohort.
- Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
- Meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
- Strong facilitation and presentation skills
- Communicate digitally using the BPS email system Google Drive and other digital resources
- Demonstrate commitment to diversity and equity closing the achievement gap and ensuring all students have access to the highest quality instruction
- Possess mastery of pedagogical and subject matter skills
- Strong interpersonal skills ability to work effectively with a team fostering collaboration and growth
- Expertise in designing and implementing standardsbased instruction
- Flexibility and adaptability in instruction; ability to work with the cohort to accomplish goals
- Commitment to professional growth and learning
- Experience facilitating and building relationships with adult learners
- Current authorization to work in the United States Candidates must have such authorization by their first day of employment
QUALIFICATIONSPREFERRED:
- Experience teaching in urban schools
- Hold multiple Massachusetts teaching certifications for Bilingual Endorsement Moderate or Severe Disabilities or ESL
- Hold either a Massachusetts ESL License at the appropriate level or SEI Endorsement
- Hold a Masters degree in Education
- Experience leading Professional Development and adult learning at the school or district level
TIME COMMITMENT/COMPENSATION:
- Planning lessons grading and providing feedback asynchronously or with 1:1 sessions via virtual conference (approximately 50 hours)
- Weekly 2hour virtual sessions Monday or Wednesday evenings at the instructors discretion from October 2025 March 2026 (approximately 40 hours)
- Individual conferencing hours for content instruction and mentoring as needed (approximately 10 hours)
- Individual or smallgroup portfolio job hiring and graduation support via virtual conference (approximately 20 hours)
- Attend up to 5 but not less than 2 inperson Saturday sessions from 9am3pm
- Attend and participate in Demo Day in March 2026
- 68 monthly planning meetings via video conference with BE/ACTT Aspiring Teacher Coach and other content cohort instructors (September 2025 June 2026): approximately 16 (2 hours per meeting specific dates TBD)
- Attend Graduation in June 2026: approximately 2.5 hours
Compensation: Flat Rate $6000
All interested candidates please apply by Sunday June 1st 2025.
Contact: Ivelisse SantosHicks BE/ACTT Aspiring Teacher Coach at
As an affirmative action/equal opportunity employer we actively seek applications from candidates of color women and candidates committed to our focus on children.
Employment Type
Grant
